Sponsor
Portland State University. Department of Speech Communication.
First Advisor
Rhea Paul
Date of Publication
1-11-1996
Document Type
Thesis
Degree Name
Master of Science (M.S.) in Speech Communication
Department
Speech Communication
Language
English
Subjects
Reading (Elementary), English language -- Phonology, Slow learning children
DOI
10.15760/etd.7028
Physical Description
1 online resource (2, v, 80 p.)
Abstract
This study was part of the Portland Language Development Project, a longitudinal study of early expressive language delay. Its purpose was twofold. The first was to examine phonological and reading abilities in second grade children with a history of language delay. The second purpose was to examine the relationship between phonological processing abi1ities and reading skills in these children. Second grade children were assigned to one of three groups, based on their history and current Development Sentence Score (DSS) score: (a) normal language (NL), those with more than 50 words at 20-34 months and above the tenth percentile on the DSS; (b) history of delay, but currently normal expressive language (HX), those with fewer than 50 words at 20-34 months and above the tenth percentile on the DSS; and (c) history of delay with continued performance below normal (ELD), those with fewer than 50 words at 20-34 months and below the tenth percentile on the DSS. The children were evaluated by means of the Reading Recognition and Reading Comprehension subtests of the Peabody Individual Achievement Test (Dunn & Mackwardt, 1970), three complex phonological production tasks, and the Lindamood Auditory Conceptualization Test (LAC) (Lindamood & Lindamood, 1979), which assesses phonological awareness. This study compared the reading and phonologica1 scores of the three groups to determine if there are any significant differences. The results showed no significant differences in reading abilities. There were significant differences on the complex phonological task of naming pictures, between the NL and HX group, and there were significant differences on the LAC, between the NL group and the ELD group, and between the HX group and the ELD group. Reading and phonological scores of the children with a history of late talking were correlated, using a regression analysis to determine whether reading recognition and reading comprehension could be predicted from the phonological production and LAC tasks. The LAC was the only variable that correlated with the Reading Recognition or Reading Comprehension subtests. The LAC accounted for 39% of variance of the Reading Recognition score, and 27% of the variance of the Reading Comprehension score.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
https://archives.pdx.edu/ds/psu/29748
Recommended Citation
Murray, Candace Jane, "Reading Abilities and Phonological Skills of Second Grade Children with Three Different Language Histories: Normal, Delayed, and Chronically Delayed" (1996). Dissertations and Theses. Paper 5152.
https://doi.org/10.15760/etd.7028
Comments
If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to pdxscholar@pdx.edu and include clear identification of the work, preferably with URL